February 10, 2015

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Tuesday february 10, 2015 vol. cxxxix no. 7

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STUDENT LIFE

U N I V E R S I T Y A F FA I R S

CPUC talks plans at first meeting of semester

Cloudy skies early, 10 to 20 mph winds. chance of rain: none

Announcement The Daily Princetonian will be holding open houses for potential new members tonight at 7:00 p.m. at 48 University Place.

In Opinion

By Jessica Li staff writer

Tehila Wenger argues that Princeton’s faculty should be more reflective of its student body and Sarah Sakha believes that Princeton students need to interact more. PAGE 4

Today on Campus 12:00 p.m.: “Cultivating Compassion,” a meditation workshop for female students, faculty, and staff, seeks to help participants manage stress and communicate with others more effectively. Murray Dodge East Room.

The Archives

Feb. 10, 1976 The worst flu epidemic since 1957 hit campus.

Director of university health services Dr. Willard Dalrytmple explained that Victoria Strain A, isolated in New Jersey, was most likely responsible for the outbreak.

News & Notes DPS transports 7 over weekend

The Department of Public Safety transported seven people to McCosh Health Center or the University Medical Center of Princeton at Plainsboro over the weekend for excessive alcohol consumption, University spokesperson Martin Mbugua said.

From noon on Friday to noon on Saturday, four students were transported to the hospital. Three were transported from noon on Saturday to noon on Sunday, and none were transported from noon on Sunday to noon on Monday.

Nearly 1,000 students joined bicker and sign-in clubs this weekend, and pickups and initiations subsequently took place at most of the clubs.

Mbugua noted that the numbers represent total transports on campus for the weekend and are not necessarily related to a single activity.

This year’s number is half of last year’s number, when 14 students were transported on the same weekend. The number is still higher than the six transports occurring in 2013.

SEWHEAT HALIE :: ASSOCIATE PHOTGRAPHY EDITOR

Former USG president Shawon Jackson ‘15 said addressing diversity and eating clubs were important to his tenure.

Jackson ’15 looks back on second year in office

By Jessica Li staff writer

Former Undergraduate Student Government president Shawon Jackson ’15 said the past year in USG was highlighted by the creation of the Ivy Policy Conference, Princeton Perspective Project and the Leadership Education and Diversity Summit, as well as the second Wintersession and the publishing of the Eating Club Report.

The Ivy Policy Conference, which took place on campus last March, attracted more than 80 student participants from all eight Ivy League universities to discuss issues surrounding diversity and equity, Jackson said. He noted that as an outcome of the conference, USG created an ad hoc committee on Diversity and Institutional Equity.

Soon after its creation, the committee hosted a town hall meeting to discuss gender-neutral housing.

{ Feature }

Later this month, the committee will also host a three-day all-expense-paid retreat off campus for approximately 50 students to discuss diversity and leadership.

According to Social Committee chair Logan Roth ’15, the committee significantly increased activities where alcohol was not involved while coordinating this year’s two Lawnparties.

“In the past few years the social See USG page 2

Council of the Princeton University Committee task forces are making recommendations for future campus construction that the next generations of Princetonians will use, University President Christopher Eisgruber ’83 said in the first CPUC meeting of the spring semester, which took place Monday afternoon.

Eisgruber noted that the University is partnering with an outside firm for strategic planning. The plans include a new child care facility for 2016, and the strategic planning to generate new projects for 2026 will conclude in 2016.

However, he said the feasibility of these projects rest on the influx of endowments.

In response to a question, Eisgruber also said the University is assessing the possibility of expanding the undergraduate student body.

Eisgruber explained that two current trends affecting colleges — rapidly progressing digital technology and the increasing social value assigned to education — may necessitate an increase in the number of undergraduates. In recent years, he said, emerging technology has increased student interest in engineering. Eisgruber added that the University has recently seen an increase in engineering concentrators of about a third and comparably increased engagement with the digital humanities.

“The extraordinary value [placed] on education creates greater demand,” Eisgruber said, referring to historically high numbers of undergraduate applicants vying for admission.

“If we are turning down so many exceptional students, can we sustain our education excellence?”

See CPUC page 3

BEYOND THE BUBBLE

Q&A: Wendy Kopp ’89

By Charles Min senior writer

Founder and chair of the board for Teach for America Wendy Kopp ’89 spoke on campus on Monday about the growth of her organization and its role in the community.

After the lecture, Kopp sat down with The Daily Princetonian to discuss the founding of TFA and the importance of teachers in the public school system.

The Daily Princetonian: Your senior thesis here at Princeton was based on the idea of a national service organization, modeled off the Peace Corps,

that focused on teaching. How was this idea inspired and how did it ultimately translate into the global organization that Teach for America has ultimately become?

Wendy Kopp ’89: The first step was really to see through the vision and plan that was in the thesis, and, actually, I think there was a four- or fivepage plan for creating TFA in the first year. I honestly just followed the plan, and it was one of those things when the timing was perfect and it was quickly just very clear it was See Q&A page 3

ACADEMICS

Jacobus Fellowship awarded to 4 graduate students

By Pooja Patel staff writer

Kimberly Shepard GS, Catherine Reilly GS, Yu Deng GS and Evan Hepler-Smith GS were awarded the Porter Ogden Jacobus Fellowship last Thursday.

The fellowship is awarded to a University student who has “evinced the highest scholarly excellence in graduate work during the year,” and the students were all nominated by their respective departments.

Reilly’s dissertation is titled

“Naming Disorder: Psychiatry, Diagnosis and Literary Modernism in Russia and Germany, 18801929.” Reilly is a Ph.D. candidate in the comparative literature department. She explained that in contemporary psychiatric practice, there are two main systems for ordering, sorting and classifying mental pathologies. One, the Diagnostic and Statistical Manual, is used in the United States, and the other, the International Classification for Diseases, is used by the rest of the world.

See FELLOWSHIP page 2

CHRISTOPHER FERRI :: ASSOCIATE PHOTOGRAPHY EDITOR

Wendy Kopp ‘89 said Teach for America’s value was in providing teachers to meet hard-to-fill vacancies.

Teach for America founder Kopp ’89 lectures on educational inequity

By Charles Min senior writer

Teach for America has played a large role in shifting the educational landscape away from social inequity, Wendy Kopp ’89, the founder and chair of the board for TFA, said during a lecture on Monday.

Kopp, who came up with the idea for the teacher placement

organization in her senior thesis, began her conversation by discussing the long-term, fundamental differences TFA has made toward bringing academic opportunities to students in districts with little to no educational resources or facilities. While the TFA commitment involves a two-year teaching period, Kopp said she believed the impact extends beyond that window of time,

as TFA alumni have continued on in teaching and policymaking.

The biggest problem in the country, Kopp said, is that children receive different opportunities solely because of where they are born. While some students take college attendance for granted, those in urban areas are simply struggling to graduate from high See LECTURE page 3

The Daily Princetonian

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Tuesday february 10, 2015

Fellowship winners include students of mathematics, history of science FELLOWSHIP Continued from page 1

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“Those two function on different models that are supposed to coincide with one another, but don’t always,” she said. “The conflict between those two systems got me very interested in the question of how fixed, how standard, how truthful disease classifications were for mental pathologies.”

She added that the further she went back in historical literature, the more she began to realize that these categories were social constructions.

“I think comparative literature is the study of things that are always already compared,” she said.

“Part of my dissertation is to say that it is not really the question of literature and medicine but the discovery that those two genres were already dealing with the same set of questions.”

She is currently doing research at the Institute for the History of Medicine in Berlin and plans to go to Russia later this year. Her future plans are to remain in academia and eventually to become a professor of comparative literature.

Shepard’s dissertation is titled “The Exceptional Properties of Glassy Plastics.” She is a doctoral candidate in the chemical and biological engineering department.

“I’m studying the behavior of these polymeric materials under extreme processing conditions,” she said, adding that polymers and plastics make up much of the world around us.

Shepard noted that although much of what has been written

about her focuses on her eventual plans to go into academia, she is currently pursuing a career in industry.

She has a job with Bend Research in Oregon, a research and development firm for pharmaceutical-delivery technologies.

“I hope that once I gain that kind of practical experience, maybe decades from now I can go back and maybe teach at a local school or community college,” she said.

Deng is a doctoral student in the mathematics department who obtained his undergraduate degree from the Massachusetts Institute of Technology after transferring from the University of Peking.

“There’s a model used in plasma physics. In the model they treat those plasma like fluids, and they study the equations,” Deng said.

“What I do is describe and solve a particular problem about those equations.”

His dissertation also studies the Benjamin-Ono equation, Euler-Maxwell system and KleinGordon systems.

Deng has accepted a position at New York University, where he plans to join as a postdoctoral fellow. He said he hopes to stay in academia.

Hepler-Smith’s dissertation is titled, “Nominally Rational: Systematic Nomenclature and the Structure of Organic Chemistry, 1889-1940.” Hepler-Smith is a doctoral student in the history of science program who obtained his bachelor’s degree from Harvard.

“I’m interested in the vessels or databases into which scientific knowledge gets placed,” he said.

“In my dissertation, I look at one vessel of storing knowledge. I look at chemistry, and I study chemical

nomenclature and chemical reference works.”

Hepler-Smith hopes to find an academic job and teach history of science.

“I think it’s a really important field right now because science and technology are such a central part of our culture,” he said. “In understanding more about how science works, you can really engage in a thoughtful and active way in major public debates on things like climate change and [genetically modified organisms.]”

“I think I felt a bit overwhelmed honestly that the research had seemed meaningful enough to a large enough group of people to give me this award,” Reilly, a Ph.D. candidate in the comparative literature department who obtained her bachelor’s degree from Yale, said.

Shepard, a doctoral student in the chemical and biological engineering department, called the award “surprising.”

“I thought my advisor was being really generous when he even bothered nominating me for the fellowship, so the fact that I actually got this very prestigious award was really shocking,” Shepard said. “I am exceedingly flattered the University would consider me for something like this.”

Hepler-Smith said he was excited to receive the fellowship.

“It’s quite a prestigious award, and there are some really remarkable scholars who have had this honor in the past,” Hepler-Smith explained.

The four students will be honored during Alumni Day ceremonies on Saturday, Feb. 21.

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GRACE JEON :: CONTRIBUTING PHOTOGRAPHER

USG events in 2014 included Lawnparties, the Princeton Perspective Project and Restaurant Week.

Highlights of USG’s year include large registration for second Wintersession USG

Continued from page 1

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committee has made sure to provide a lot of food for students, but this past spring was the first time we’ve provided activities like cornhole games and a graffiti wall for students to paint on,” Roth said. “The social committee plans to continue to add more activities and food for underclassmen and others who are not drinking or affiliated with a club.”

Former Academics chair James Baase ’15 described helping to end grade deflation as his committee’s most significant accomplishment.

After gathering input from students, the committee met with various administrators as well as the Ad-Hoc committee on grading and assessment to relate accounts of the harmful effects of grade deflation. In late September, faculty voted to repeal the policy.

“I am very humbled to have had the opportunity to work on such an important issue and I know that future students will benefit from the change,” Baase said.

The Princeton Perspective Project debuted in November 2014 with the mission to change a perceived culture of effortless perfection on campus. Jackson said more than 150 students changed their Facebook profile pictures to promote the project, and the PPP campaign video received more than 2,000 views.

Jackson said another highlight for USG during the past year was Wintersession 2.0, which was led by U-councilor Katherine Clifton ’15 and drew registration from more than 1,000 students for over 60 classes, although participation was hampered by inclement weather. “[The event was a] meaningful campus opportunity for

students who can’t go home during intercession,” he said.

Ella Cheng ’16, former chair of University Student Life Committee and incoming USG president, described her major accomplishments during the past year as expanding the USLC committee, organizing a campus walk with administrators from Campus Safety and Housing to examine the need for more security devices and pushing for a referendum to solicit student input for new campus buildings.

Meanwhile, Campus and Community Affairs committee chair Paul Riley ’15 said Restaurant Week, during which more than seventeen local eateries offered discounted food to University students, and Downtown Discount, an event where USG gave students discount coupons to different businesses every day of the week, were the major accomplishments of his committee.

“They were great ways to join the community together and help students in two ways,” Riley said.

Events throughout the year drove USG actions regarding sexual assault, diversity and mental health.

Jackson noted that after students anonymously raised concerns regarding the University’s lack of compliance with Title IX regulations, USG made a concerted effort in the beginning of the school year to address sexual misconduct policies. A committee of three students and the USG senate reviewed University policy and solicited student input through town halls, which led to a meeting between senate members, administrators and the Council of the Princeton University Community to explore potential changes.

After a controversial decision by a Ferguson grand jury not to indict Darren Wilson, a white police officer, in

November for the killing of Michael Brown, an unarmed black man, that raised protests the same night, USG adopted a resolution to encourage faculty and administrators to make Princeton more accessible to all students, many of whom expressed concern about equity and diversity, Jackson said.

Students expressed qualms about mental health withdrawal policy, an issue that received significant attention in 2014 due to an ongoing lawsuit against the University from a student who had attempted suicide and alleges his withdrawal from the University was not completely voluntary.

After multiple meetings with administrators following a favorable referendum, the University revised its set of Frequently Asked Questions on mental health withdrawal and designated the document as the authoritative policy, former U-council chair Zhan Okuda-Lim ’15 said. The University also changed the letters sent to students with instructions on how to reapply following a mental health withdrawal.

“One of the most significant challenges for me was to communicate to students so students can provide feedback, but we didn’t want students to be burdened with information,” Jackson said. “It was sometimes hard to strike a balance between useful information but not so it’s annoying.”

Okuda-Lim said student feedback was vital for USG to be effective in working with the University.

“The only way the USG can effectively advocate to the administrators and the Board of Trustees is if we know what the students want,” OkudaLim said. “We will do our very best to get student input but we want to meet the students halfway.”

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The Daily Princetonian

Tuesday february 10, 2015

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Kopp ’89: U. students “build strong relationships” beyond the classroom Q&A

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far beyond me, and it magnetized so many people who kind of believed in the values it was based on and the vision. I think then, I became very focused on entering TFA to fulfill its potential to get bigger and better, and I was exclusively focused on that, and I think a lot of time, a lot of perseverance from a lot of people was able to make it grow to where it is here now.

I didn’t wake up and start thinking about things international but rather just started hearing from people from India to Lebanon to China to Chile to the next place. Thirteen people in one year, actually, who were just determined to adapt this model in their countries. To call upon their country’s top grads to get them to commit two years to teach to cultivate their sense of leadership as a force for change, and they were looking for help, which led the launch of Teach for All as a separate organization that would just be a network of all these independent groups with a mission of essentially providing the right support but also creating a platform so that we all would be learning from each other.

CHRISTOPHER FERRI :: ASSOCIATE PHOTOGRAPHY EDITOR

Teach for America founder Wendy Kopp ‘89 said education inequities are a current important national issue.

Kopp ’89 says Newark demonstrates ongoing impact of educational reform LECTURE Continued from page 1

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school. Kopp urged the audience to take responsibility and reflect on these inequities.

“We need to deeply understand everything from the history of that community to the stakes for the kids and deeply come to understand the dynamics of the community so you can begin to see how this is playing out in the child’s life,” she said.

She added that people should be aware of the nature of the inequities and see how the status quo can be worsening educational disparities in many areas. She said the greatest resource of the U.S. is its people and that TFA channels educated college graduates to fill the needs of American school systems.

Kopp used the city of Newark to demonstrate the ongoing impact of TFA and educational

reform initiatives. Twenty-five years ago, poverty and lack of opportunity meant that only five or six percent of secondary students in the district would receive a college degree, she said.

Today, she explained, there are 77 schools in Newark, and 20 of them are “transformative schools” in that they help students attain greater educational accomplishments than similarly situated schools. Seventeen of these schools have either hosted teachers from TFA or have principals who are TFA alumni.

Kopp said that a growing interest for TFA has been helping students sustain their academic success not only through high school but also through college.

“We’re about to see another revolution because we’re already seeing low-income students graduate college and still not get a job,” Kopp said. The approach must be more pur-

poseful and aim to assure that the students gain what is necessary to end up on a path to fulfill their true potential.

Kopp noted that TFA’s approach has relied on teachers’ abilities to understand both the students and the community. By forming relationships with students, Kopp said that teachers are better able to understand the community’s values and aspirations, which is fundamental in making an impact on children’s lives.

“I’m excited about the sense of collective energy and communal success towards a purposeful aim that is deeply rooted in any given context [when providing educational opportunities],” she said.

The lecture took place in McCosh 10 at 4:30 p.m. on Monday and was sponsored by the Pace Center for Civic Engagement, Community House, USG Committee on Diversity and Institutional Equity and Teach for America.

CPUC assesses possible expansion of undergraduate student body CPUC

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Eisgruber also noted that with the commensurate increase in financial aid endowments this year, the University will augment efforts to recruit low-income applicants.

Acknowledging that the University has been criticized for not doing as much work to promote social mobility, Eisgruber described a series of recent outreach initiatives for students of lower socioeconomic status.

“Working with the LEDA Scholars Program, we bring [low-income] students to campus every summer,” Eisgruber said. “There is also someone in the Office of Admission to coordinate this aspect, and we’ve made progress every single year.”

The University increased its admission of Pell Grant-eligible students from 6.1 percent at the beginning of former University President Shirley Tilghman’s term to 18.1 percent in the current freshmen class, according to Eisgruber. The University is also one of a few institutions to practice needblind admission for international students.

Eisgruber also made a plea to the federal government for an increase of research fund-

ing, an issue on which the University has both recently and historically lobbied.

“Our faculty compete for federal grants, and get about 200 million dollars a year,” Eisgruber said. “Yet, Washington is now squeezed. I think both parties should still invest more

“This is a community where everyone belongs. Our students were chosen because they went through a rigorous admission process...”

Michele Minter

Vice Provost for institutional diversity and equity

in research.”

After Eisgruber spoke, University Provost David Lee GS ’99 gave a detailed update on the works of the newly established task force on diversity, equity and inclusion.

“We were at an important moment in Princeton’s history,” Lee said. “We are facing something that was rather daunting, and we are intent on doing something positive on these issues.”

The University is failing if it is not making room for a diverse group of students, Michele Minter, the vice provost for institutional diversity and equity, said.

“This is a community where everyone belongs,” Minter said. “Our students were chosen because they went through a rigorous admission process, our staff equally rigorous.”

After receiving more than 200 nominations for the task force, Lee and others selected the final members, including undergraduates, graduate students, faculty and staff.

The University also recently created a website called “Many Voices, One Future” that allows students to relate concerns about discrimination to administrators anonymously, Minter said. In addition, four administrative positions exist for diversity-related affairs on campus, and a diversity training program is being developed for faculty. The task force is also considering expanding programming spaces for different identity groups on campus.

In response to a concern about verbal harassment faced

by LGBT and other students, Minter said the University upholds the freedom of expression but within those boundaries will consider options to address such harassment.

DP: Your books — “One Day, All Children: The Unlikely Triumph of Teach For America” and “A Chance to Make History: What Works and What Doesn’t in Providing an Excellent Education for All” — discuss the prospect of education reform and the kind of vision that Teach for America has been operating under. Could you talk a little about the ongoing mission behind Teach for America, and how has the vision been evolving alongside the changing educational landscape in America?

WK: Teach for America is one source for innovators and pioneers in the effort to assure that all our kids do get a chance for an excellent education. I think some of the biggest influences have been our own alumni who taught and figured out what it was that would really work with kids and really invented new approaches and new school models. We learned from them, and our own expectations for what we could ask from our teachers changed. We evolve constantly as we learn from our own people and others.

As an example, in many states we have raised standards for kids, which we think is a wonderful thing but it requires that our teachers are also meeting a higher bar for our kids. It’s very challenging to teach to the common core standards, so we provide our teachers with the kind of development they need to actually be able to do that and help their kids succeed against a higher bar. I mean, every year we’re asking ourselves: how do we ensure that our teachers have the knowledge and mindset to make a real difference based on everything we’ve learned from our teachers in the community of the past years?

At the same time, we look to our alumni to help pioneer the future and to learn from all the developments and figure out how to contribute to it.

DP: You talked a lot about the importance of teachers being able to relate to the core values and aspirations of the community and understanding where they come from, but what are some of the challenges in doing that?

WK: At Princeton, students who come from backgrounds of privilege and understand what opportunities are provided to kids in other communities bring a tremendous amount that can really help communities understand what’s possible for their kids. At the same time, it’s so crucial to understand the context and culture of values of the community itself, and I think that interchange of perspectives only comes from deep relationship building. So when I think of the most successful teachers, one of the biggest differentiators is that they build strong relationships with their kids and families far beyond the classroom, and I honestly think that is the first step: actually getting out to the community and sitting with the parents and understanding their context and at the same time understanding the broader community context.

DP: There’s been criticism directed at not only Teach for America but other organizations and non-profits aimed at education reform that it fundamentally undermines the public school system by placing more responsibility on mere college graduates rather than our public school teachers.

How do you respond to these

criticisms?

WK: Many of the philosophical debates that go on about Teach for America and other educational interventions, especially on campuses like this, are so far removed from the actual reality of schools and communities, and the fact is, TFA places its teachers in vacancies.

There’s no way with collective bargaining and union contracts that we could do anything other than that. They are vacancies, and they are at the hardest-tostaff schools in the nation, and saddest to this day, it’s more popular to teach at the upper East side of Manhattan than it is to teach in the far reaches of the South Bronx, and TFA is bringing people who not only are willing to teach in these very high-needed communities but are also deeply dying to do it.

DP: Do you find that TFA has been able to fill the gaps of the public school system in America and what are these gaps?

What do you think are these gaps?

WK: In the short run, we are one additional stream of people who are willing to go above and beyond traditional expectations to meet the extra needs of the kids and make up for the weaknesses in the system.

We are certainly not the only source of these teachers. There are so many other committed teachers in the community where we work. In the long run, we are a source that’s proven to be somewhat unparalleled of leaders who will then go on to demonstrate the same kind of excellence in the classroom.

The last five “Teachers of the Year” in Washington D.C. are TFA alumni. There are about almost 1,000 school principals who are TFA alumni. Some of the most reform-minded state commissioners in the past four years have been TFA alumni. In some cases, they run for office, serve on school boards and serve on state legislatures, and hopefully, higher office one day. But ultimately, we don’t believe we can solve this problem from within classrooms alone. Ultimately, we need to change the fundamental structure and the way school systems are set up. The big question is who is going to do all that, and we think we’re an important source for the people who will in fact take this very complex problem on.

News & Notes Second Providence College student diagnosed with meningitis B A second student of Providence College in Rhode Island was diagnosed with meningitis B on Sunday, according to The Providence Journal.

The first confirmed case of meningitis at Providence College occurred on Feb. 2. The two students did not have any contact, but another 60 students who were in close con-

tact with either patient have been given preventative antibiotics.

The college’s administration encouraged all students to get the serogroup B vaccine, beginning on Sunday.

Approximately 3,060 students who were vaccinated, while 108 chose not to participate.

Two more doses of the vaccine, the first brand of which was approved by the Food and Drug Administration in Oc-

tober, will be administered to those students who opt in over the next six months.

Rhode Island Department of Health director Michael Fine advised students at the school to take precautionary measures, including avoiding contact with saliva. The college is providing health and counseling services to address the needs of students who have expressed concern about the outbreak.

The value of faith and reflection Kelly Hatfield columnist

I

f you know me, then you know there are few things in life that make me more uncomfortable than the prospect of singing in public.

I can kill a bug without blinking, I’m a veritable pyromaniac, and the sight of blood does not make me squeamish. But even just writing of the possibility of unleashing my tone-deaf, rhythmicallychallenged self unto the world makes my stomach f lip on its side.

Over intersession, then, I found myself confronted with this very possibility, but, crucially, I would not be singing alone.

Two hundred other students filled the hall around me, their voices raised towards the sky. And yet, I still could not join in, not for a fear of judgment or scorn, but because of the songs themselves; I was on Princeton Faith and Action’s annual Ski Safari, and the men and women around me were exalting God and Jesus with a passion that took my breath away.

This passion is precisely why I did not add my voice to the mix. One of my close friends, and the friend who convinced me to go on the trip in the first place, later asked me why I didn’t, and the best I could offer her were words of discomfort. The exact fountain from which these feelings sprang eluded me in that moment, and only as I lay in bed later in the crawl space between sleep and wakefulness did the reasons become clear.

I am a spiritual person in that I believe in a higher power and in various practices reminiscent of a mix between prayer and meditation; however, I would not say that I am religious. For this reason, my discomfort in singing stemmed originally from the fact that I did not believe much of what lay in the words. My friend told me that this didn’t matter, that others would not feel disrespected, as I expected and feared they would. And yet, the next night, the same creeping sense of paralysis invaded my being as we sang again.

Again, only later did I identify just why my muscles refused to even let me sway along to the rhythm set by the drums. It wasn’t just the fact that I didn’t feel like a true believer or that I feared being disrespectful towards those who felt the words in the far reaches of their souls, but also the fact that there would be no time for ref lection. I sought to ref lect not only upon my personal beliefs in relation to what I heard, but also upon the emotions that I could feel myself suppressing as a way to better engage with those around me and, to some extent, with myself.

The sermons delivered every night, on the other hand, held me transfixed in their universality (despite being intimately linked to the Bible) and left my mind reeling for hours afterwards. The man who delivered them spoke of wishing for a home and of hope and fear and many other feelings that cut across pretty much any dividing lines. However, there’s something more freeing and more passionate in music, I think, and to some extent I wish that I had allowed myself to sing. To do so would have perhaps been to gain an experience that would further extend my knowledge of Christianity, which itself was one of the main motivations behind my decision to go on the trip in the first place. I’m happy and feel as though I learned a lot just by hearing the words found in the Book of Isaiah interpreted by a man for whom I have much respect, but I wonder if I could have gained a firmer grasp of what those around me feel and think and believe if I had allowed my reservations to drop away — if I had had a little more faith.

I also have to wonder what about this experience was different than one I had in high school at a friend’s house during a major Hindu holiday, during which her entire family exhorted me to sing along with several hymns, and I did. There’s something to be said for the community that was forged by my willingness to engage, no matter my own beliefs, and to suspend any ref lection until later. Perhaps this is what religion can be to some people — leaps of faith leading to said ref lection on oneself, one’s community, and the greater world around us. Perhaps I was just more open years ago, and less cautious. Perhaps I’m wrong. Perhaps being wrong and questioning yourself until you get it right is actually a component of religion itself. Perhaps any generalizations like these are inherently wrong. But, in the end, these musings lead me to the same point; namely, that blind faith is sometimes just as valuable as prolonged ref lection that yields the same result.

Kelly Hatfield is a sophomore from Medford, Mass. She can be reached at kellych@princeton. edu.

Opinion

Tuesday february 10, 2015

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{ www.dailyprincetonian.com }

Teachers who look like us Tehila Wenger

associate opinion editor emerita

M

ost of my professors have been women.

It’s not a large majority — I have had roughly 8 female professors for every 7 male ones, but that ratio is the highest I’ve heard of among my peers. Most of my friends, on the other hand, have had male professor ratios far surpassing the 50 percent mark. One of my friends, another senior in the Politics Department, tells me that the vast majority of her instructors have been white men. A senior majoring in Computer Science has taken courses with a grand total of six female professors in her four years here. A junior in Mechanical and Aerospace Engineering has only had one female professor in the entirety of his time at Princeton. His teachers, too, are mostly white — but he assures me that some are European. At least Princeton has that international diversity factor down.

At the Center for Jewish Life, a common topic of conversation is whether or not a specific teacher has Jewish ancestry. We frequently debate the etymology of a last name and compare anecdotes from lecture that support our identification of the professorial specimen in question. “He said schlep,” someone will announce gleefully.

“Definitely a member of the tribe.”

We care about the association because it brings the professor closer to us. It brings Princeton closer to us. It’s no accident that I am drawn to courses taught by women. The number of Jewish professors I have had also significantly influenced my undergraduate experience. We want some of our mentors and teachers to look like us, to speak the same language (“schlep”

and “kvetch”, for example, are to my ear what mom’s chicken soup is to my stomach), and to share the same cultural collective memory. In short, we want to relate.

There is great value to having role models and instructors whose stories fit our stories. Their backgrounds reflect our backgrounds and they show us what we can become. This relatability is not only relevant for those interested in academia, but for those entering the professional fields related to their major as well. A professor in the Computer Science Department clearly inspires his students to pursue a diverse trajectory of career paths. I use a male pronoun in the preceding sentence very deliberately. On the faculty page of the department’s website, only thirteen of the fifty-eight people listed are women.

The male undergraduates in the department lose out by this faculty imbalance almost as much as their female peers do; the disadvantages of homogeneity aren’t limited to minority groups.

The advantages of learning from professors with cultural and racial backgrounds that differ from our own are manifold and obvious. They offer us new perspectives, challenge what we know about the world, and teach us to respect difference. The lack of diversity in some of Princeton’s academic departments bites both ways. Female students majoring in Mechanical and Aerospace Engineering or Computer Science don’t have access to many female role models, and their male peers are limited to a pick of professors who tend to represent an exciting number of shades of white.

I asked a Korean American friend, also a senior, if she has had any East Asian teachers. She hesitated. “Yes,” she finally answered. “But only for my Asian Studies classes.”

Diversity varies widely across the

vol. cxxxix

different departments. President Eisgruber’s statement on the Trustee Ad Hoc Committee on Diversity’s Report, given at the beginning of his tenure as University President, announces that “in some academic departments, for example, progress toward diversifying the faculty will be limited until Princeton and other universities diversify their doctoral programs.” The Trustee Committee’s suggestion for diverse faculty hiring practices is such a tangle of jargon that it’s hard to parse out how its vague propositions actually translate into diversity.

There is one compelling section that discusses the importance of mentorship within the faculty. “Mentoring is critical to faculty member success,” the committee tells us. If mentorship is critical for academics whom have already chosen their life path and their fields of expertise, how can we begin to measure its effect on directionless undergraduates? And if Princeton waits for its diverse student body to grow up and supply specific departments with the diversity they now lack, how likely is it that black or female students will actually pursue studies in a department where they are so starkly underrepresented?

President Eisgruber’s statement mentions the success of Princeton’s work diversifying the undergraduate student body. My class may boast a spectrum of colors, nationalities, cultures, and an even gender divide, but as long as so many department faculty rosters (and I’m not just talking about STEM) do not reflect the University’s avowed commitment to diversity, minority students will remain minorities in more than just numbers.

Tehila Wenger is a politics major from Columbus, Ohio. She can be reached at twenger@princeton.edu.

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The age of the hermit Sarah Sakha columnist

I

t turns out that college students are becoming hermits, particularly freshmen.

But seriously, what with only 18 percent spending at least two to three hours per day with friends, their lives have become increasingly hermitic, according to a recent study from the University of California, Los Angeles’s Higher Education Research Institute.

Compare this figure to 1987, when almost 38 percent of incoming college students socialized at least two to three hours per day. This difference is cause for concern.

The study also showed that today’s college freshmen are more depressed due to spending less time interacting with people, coupled with spending more time on social media. About 10 percent of freshmen reported experiencing frequent depression, which is a four percent increase in only the past five years, and the numbers only seem to be rising.

Of course, depression — and reclusiveness — is no singular problem. 30 percent of all college students report feeling “so depressed that it was difficult to function” once in college, and the fact that freshmen constitute almost

one-third of this figure is astounding.

However, this study is indicative of a larger problem. We have grown numb to the issue. These statistics have just become another number to us, and under the unceasing pressures of college, more students becoming depressed comes as no surprise.

There appear to be three facets that have driven this problem: social media, a lack of empathy and living in a bubble.

Let’s take a look at our use of social media. According to the International Journal of Clinical and Health Psychology, there is a direct link between social media use and depression. Social media allows us to construct an idealized version of ourselves. By plastering our “idealized” lives all over social media, we compel ourselves to live up to these standards. But then when we see others actually live up to these seemingly higher standards, while we are not always so successful ourselves, we feel envy and pressure, perpetuating this vicious cycle. The Princeton Perspective Project aimed to counter this culture by discussing how perfection is not a perceived norm. Through framing failure as a formative experience, they hoped to create a different culture and open community where our flaws and weaknesses were embraced.

Although the issue addressed academic failure, it was completely blind

to other forms of insecurities. And while students sharing their own stories of struggle and failure contributed to the dialogue, the project was somewhat ironic. In the profile pictures used to advertise the Perspective Project, students looked, well, perfect. Perhaps the message sent inevitably shifted to at least keeping up a pristine pretense, despite our vulnerabilities.

Then there’s a dearth of empathy and a prevalent inability to understand what others may be going through. In fact, college students have become increasingly less empathetic with time.

While we may think that this is attributable to no fault of our own, we can make more of an effort to be more compassionate and understanding of others’ perspectives and experiences. After all, 98 percent of people have the capacity for empathy, but we continue to remain apathetic. Be it someone struggling with mental health or body image issues, posing an opinion different to our own or trying to relate to someone who doesn’t open up much, we need to go beyond superficial conversation or perhaps just listen to him or her. Plus, a simple “hello” and a smile remain underrated in day-to-day interaction, particularly with strangers.

And then there’s the fact that as Princeton students, we are essentially living within our own bubbles in a

larger orange bubble. Undeniably, we are all always busy. But everyone else is too, so the burden remains on us to set time aside to see our friends.

Most people, if not all, can attest to how common and accepted a practice it has become to give being busy as an excuse to not be able to hang out with someone. If we’re truly unable to set time aside, asking someone to study or grab a meal together makes more efficient use of time. As Mary Oliver points out in her poem “Dog Songs,” “We meet wonderful people, but lose them/in our busyness.” If we don’t see our friends, not only do we adopt a hermitic lifestyle, as aforementioned, but we inadvertently begin to underappreciate our personal relationships amidst a wide array of commitments. It’s healthy, sane and simply necessary to socialize, even for the innately introverted people out there.

It’s time to come out of the Dark Ages — the Age of the Hermit. So put your phone away and ask to spend time with that person you’re texting in person instead, so that both of you get to spend time interacting face-to-face and take a hiatus from interminably sitting in front of a screen.

Sarah Sakha is a freshman from Scottsdale, Ariz. She can be reached at ssakha@ princeton.edu.

The Daily Princetonian

Tuesday february 10, 2015

page 5

BEN KOGER:: SEINOR PHOTOGRAPHER

In their trip through the Empire State, men’s hockey was unable to pull out a win in two games.

Men’s hockey can’t find win in road matchups against Cornell, Colgate HOCKEY Continued from page 6

.............

goals and a different victor, with the visitors unable to match Cornell’s production.

The home side struck first, with Madison Diaz scoring just 2:11 into play. Sophomore Kyle Rankin then responded two minutes later, equalizing on the power-play for the Tigers on an assist from sophomore Quin Pompi. However, Cornell’s Christian Hillbrich would put the Big Red back

on top with a goal at 5:35, capping off an eventful first six minutes of play.

With five minutes to play in the second period, though, Rankin would once again strike back for the Princeton side, earning his first career two-goal performance and bringing his squad back into contention. Junior alternate captain Mike Ambrosia assisted on the goal.

For all of the back and forth, it was the home team that laughed last, with Holden Anderson scoring

the game-winning effort at 5:33 of the third period. With Phinney off the ice for an extra attacker, Jake Weidner put a shot through the vacant goal to send the Tigers back to Princeton having dropped two hard-fought, tightly contested games.

The men of Princeton Hockey return to action at home this weekend, battling conference foes Clarkson (1113-4, 8-6-2 ECAC) and St. Lawrence (16-10-2, 12-4-0 ECAC) at Baker Rink at 7pm on Friday and Saturday nights.

Men’s and women’s track now look forward to HYP meet this Saturday TRACK

fourth in the 200m event, clocking a time of 21.67.

Continued from page 6

.............

mark, besting the runnerup by an impressive 0.1m.

Bragg’s impressive record was also the 14th best record in the country, an impressive achievement for the pole vaulter. Sophomore Ben Gaylord came in seventh with a 4.86m mark. Freshman Carrington Akosa also showed off his blistering pace in the 60m and 200m events, finishing the 60m event at an impressive 6.82 time, which easily broke the previous record for the school. The Baltimore native also came

[The Tigers] will travel to the lands in the far north ... to take on rival teams Harvard and Yale in the annual Harvard — Yale — Princeton championship.

Senior Bradley Paternos-

tro and sophomore Christopher Cook both finished in runners-up positions in their respective events, as Paternostro completed the mile run in 4:02.75 and Cook completed his shot put toss of 18.00m.

With this meet in the rearview mirror, the Tigers now look toward what will prove to be a very heated Valentine’s Day matchup. This upcoming Saturday, they will travel to the lands in the far north. With the season now in full swing, the Tigers will prepare to take on rival teams Harvard and Yale in the annual Harvard-YalePrinceton championship.

CARLY JACKSON :: CONTRIBUTING PHOTOGRAPHER

The women’s tennis team looks to build on their first win of the season, obtained this weekend.

Men’s team keeps shining, women’s team begins the long trek upward TENNIS

Continued from page 6

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which led to their decisive win 6-1.

However, a 3-0 start to their season was not good enough as their success would continue going into the Saturday against Bucknell and Furman.

Against Bucknell, the men would show their strength with another decisive 6-1 victory. Winning the doubles point once again, the tigers went on to win their 1st, 2nd, 3rd, 5th and 6th singles matches to clinch the victory at 6-1.

For USTA’s Campus Kids Day event, the Tigers played Furman. Though they managed to obtain their third win of the weekend, they found Furman to be more of a challenge than initially thought. Down 1-0 after losing the doubles point, both freshman Kial Kaiser at five singles and senior Dan

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Richardson at six singles rallied to bring the Tigers ahead 2-1. The Paladin then fought back with a win at four singles against sophomore Alex Day. Staying tied again 3-3 it was up to sophomore Thomas Colautti to clinch the win for the Tigers, with a big win in a three set match.

“I’m proud of our team for weathering the storm and being gritty down the stretch to secure the win,” Coach Billy Pate said, according to the GoPrincetonTigers site.

The women’s team, on the other hand, has faced a more difficult start to their season.

After tough matches against Stanford University and Saint Mary’s College last weekend, the girls were looking to turn things around at the ECAC Championship. Coming in as the top seed, the Tigers looked to do battle with fourth seed Dartmouth. Unfortunately, Dartmouth fought hard, and

ended up upsetting the top seeded Tigers. Princeton secured one doubles match, with the duo of junior Amanda Muliawan and sophomore Dorothy Tang winning 6-1.

However, their singles matches struggled throughout the day as the Tigers were unable to beat Dartmouth’s one, two and six singles.

Their fortune turned around in their second match of the day against Cornell.

For the third-place match in the ECAC championship, the Tigers pulled out a decisive 4-0 win. Senior Lindsay Graff contributed to wins both at one doubles with freshman partner Katrine Steffensen and at one singles. With two additional wins at two singles from Muliawan and a win at four singles from sophomore Alanna Wolff, the tigers clinched third at the ECAC tournament, improving their season record to 1-5.

Sports

Tuesday february 10, 2015

page 6

{ www.dailyprincetonian.com } MEN’S AND WOMEN’S HOCKEY

Men’s hockey faces struggles, women’s team completes sweep

By Mark Goldstein contributor

Women’s Hockey sweeps weekend, wins exciting Senior Day matchup The Princeton Women’s Ice Hockey team (13-10-2, 11-6-1 Eastern College Athletic Conference) might have played its last game at Hobey Baker Rink this season. If the Tigers cannot clinch homeice advantage for the ECAC quarterfinals, at least they will have sent their seniors out with a bang.

Coming into the weekend the Tigers had clinched a playoff spot in the ECAC and were sitting in sixth place, needing to make up ground in order to finish in the top four and host a best-of-three quarterfinal series in the postseason. They certainly did their part on Friday, beating Colgate University (7-22-1, 4-13-1 ECAC) 4-1.

Sophomore Molly Contini opened the scoring, registering a goal assisted by senior Brianne Mahoney and sophomore Hilary Lloyd halfway through the period to give the Tigers an early lead. Sophomore Morgan Sly would add a second tally at 4:31 of the second period, assisted by freshmen Emily Achterkirch and Kiersten Falck. However, the Raiders refused to give in, with Lauren Wildfang scoring to cut the visitors’ deficit in half.

In the final frame, the Tigers pulled through to seal the victory. Sly scored her

second goal of the night, this time a power-play effort assisted by Mahoney and senior Brianna Leahy at 5:26. Then, after the Raiders had pulled goaltender Ashlynne Rando for an extra attacker, junior Jaimie McDonell added an empty-net goal assisted by Contini and Lloyd to cement the 4-1 victory. Junior Kimberly Newell finished with 21 saves in net for the home side.

A night later the puck dropped on one of Princeton’s most important games of the season. Not only was it Senior Day — potentially the last ever home game for the squad’s four seniors — but the opponent, No. 9 Cornell, had eliminated the Tigers in last year’s ECAC tournament, and now stands in the way of any hopes of home-ice advantage this postseason.

In the opening period Cornell’s Emily Fulton scored her 18th goal of the year, a powerplay conversion at 13:32 after senior Ali Pankowski had been sent to the box for interference. After sophomore Cassidy Tucker scored an unassisted goal at 16:32 of the second period, the teams at Baker Rink seemed poised to offer an exhilarating last period. The the two Ivy squads did not disappoint.

Starting the period fiveon-four after Falck drew a checking penalty with thirty seconds to play in the second, Fulton added her second tally of the night to put the visitors on top 2-1 early in

the third. Seven minutes later the home side evened the score, with McDonell notching her ninth goal of the season — assisted by Pankowski and Lloyd. Then, with only a minute and nineteen seconds to play, Lloyd delivered the decisive blow, converting a power-play chance off sophomore Kelsey Koelzer’s assist to down the Big Red and send seniors Pankowski, Leahy, Mahoney, and Ashley Holt off of Baker Rink ice with a memorable Senior Day victory. Newell was lights-out in net, stopping 37 of 39 shots.

The Tigers sit at sixth in the ECAC with 23 points, two behind St. Lawrence and three behind fourth-ranked Cornell with four games to play. In the Ivy League, Princeton trails only Harvard — and by just one point — with the Tigers having yet to play two Ivy League games to the Crimson’s one. The Orange and Black hit the road this weekend for a crucial twogame swing against No. 7 Clarkson University (19-8-3, 13-3-2 ECAC) and St. Lawrence University (17-9-4, 11-43 ECAC).

Men’s Hockey battles on the road, come up short against conference foes The Men’s Hockey team (3-17-2, 1-14-1 ECAC) dropped two road tilts this weekend, falling 2-0 to No. 20 Colgate (15-10-3, 7-6-3 ECAC) on Friday and 4-2 to Cornell on Saturday (10-10-3, 8-7-1 ECAC).

In the opening weekend of the season on November 7th

MEN’S AND WOMEN’S TENNIS

BEN KOGER:: SEINOR PHOTOGRAPHER

Though their playoff chances are in jeopardy, the women’s team kept their hopes alive with a sweep.

and 8th, the Tigers hosted the same opponents. Against then-No. 4 Colgate, the Princeton side committed thirteen penalties in a 5-1 drubbing at the hands of the Raiders.

While unable to achieve a victory, the rematch showed some improvement from the young Tiger team.

After a scoreless first period of play in Hamilton, N.Y., Colgate’s Joe Wilson scored what amounted to be the game-winning goal. Both goalies shut the door from

there, with the Tigers unable to break through against opposing netminder Charlie Finn on 19 shots, and sophomore Colton Phinney stopping 34 attempts in a stellar performance for Princeton.

Darcy Murphy added the dagger for the Raiders, putting home an empty-net goal with twelve seconds remaining after Phinney had been pulled for an extra skater.

The Tigers committed only three penalties to the Raiders’ two, which made for a

much cleaner game then the first meeting between the ECAC foes.

The following night, in chilly Ithaca, N.Y., the Orange and Black again found themselves squaring off against a familiar opponent. The first encounter between the Ivy League schools turned out to be a thrilling 2-1 Princeton victory at Baker Rink — one of the highlights of the season for the Tigers. The rematch featured double the See HOCKEY page 5

MEN’S AND WOMEN’S TRACK AND FIELD

Track and Field teams see some success as they complete weekend road trip to Sykes and Sabock Cup at Penn State

By Tom Pham associate sports editor

TIFFANY CHEN :: CONTRIBUTING PHOTOGRAPHER

While men’s tennis starts the season hot, the women’s team obtained their first win this weekend.

Men’s and women’s tennis continue to differ in results

By Andrew Sun senior writer

The men’s tennis team continued their excellent start to the season with a few key wins this past weekend at home in Jadwin Gym. Playing against The College of William & Mary on Friday, Bucknell University and Furman University on Saturday,

the men’s team has started off their season with an unprecedented five-match win streak to the start of their season.

Combined with the 2014 season, these wins marked the Tigers’ first back-t0-back 5-0 start since the ’75 and ’76 seasons.

Going into their Friday match, the Tigers were not favored to win as history had

William & Mary ahead in the all-time series 5-2. However, in the end, it was a team effort that led the team to their victory. The men’s team swept all doubles matches to give them their first point. Key wins from senior Zack McCourt, sophomore Josh Yablon and freshman Luke Gamble gave the tigers the advantage, See TENNIS page 5

After a successful Tiger Open where the Men’s and Women’s teams combined for ten first place finishes, both the Women’s and Men’s Track & Field teams had considerable success at the Sykes & Sabock Challenge Cup at Penn State University this past weekend, finishing third and fourth, respectively, although host Penn State Nittany Lions far outpaced any team in the competition, finishing almost 100 points ahead of the Tigers in the Women’s competitions, and 80 points ahead of the Men’s team.

Women’s Track & Field The Tigers were able to win two events this weekend, and finished as runners-up in four other events as they totaled 72 points for the weekend. Senior Kim Mackay had the most success this weekend for the women’s events, placing first in the 600m run with an impressive 1:31.72, two seconds ahead of junior Meghan McMullin, who

completed a 1-2 podium finish for the women’s team.

Senior Emily Broyles also finished in 10th in the race, with a time of 1:36.85.

The other winner this weekend was in the 3000m event was senior Emily de La Bruyere, who finished with a time of 9:43.75. Emily de La Bruyere also finished eighth

Both the Women’s and Men’s Track and Field teams had considerable success at the Sykes & Sabock Challenge Cup at Penn State University this past weekend, finishing third and fourth. in the mile run with a time of 4:55.26, where four other Tigers finished in the top twelve, including sophomore Katie Hanss who finished second with a time of 4:48.88, sophomores Lizzie

Bird and Ally Markovich, who came sixth and ninth, respectively and freshman Melinda Renuart came in 11th.

Also coming back to Princeton with great success was sophomore Zoe Sims, who just missed out on a first place finish in the 800m event, finishing only 0.4 of a second behind winner Gina Alm. Junior Cecilia Barowski also came second in the 400m dash with a time of 55.24. Sophomore Elisa Steele was only a second behind Barowski and came in eighth. The two sprinters also combined as part of the 4x400 relay team along with senior Kim Mackay and junior Meghan McMullin that placed in fourth with a time of 3:48.32.

Men’s Track & Field The men’s team also had some success at the Challenge Cup this weekend: the team only managed to win one event, but also broke two Ivy League records.

Senior Adam Bragg broke an Ivy League record in the pole vault with a 5.41m See TRACK page 5

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